English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

Developmental coordination disorder (DCD) in children has become a constant concern in the last two decades (Blank et al. 2012; Geuze & Börger 1993; Schoemaker et al. 2006). When children are diagnosed with DCD, they experience low motor skill abilities without the evidence of a neurological disorder and cannot be related to a general medical difficulty such as cerebral palsy or a pervasive development disorder (American Psychiatric Association [APA] 2013; Kadesjö & Gillberg 1998; Visser 2003). The low motor skill abilities of these children are significant to the extent that these interfere with their social competence, academic performance and physical development, leading to problems with completing activities of daily living (Blank et al. 2012; Lingam et al. 2009). Therefore, DCD involves motor skill difficulties that have a negative influence on children’s performances during daily activities.

The ability of teachers to identify Grade 1 learners in low socio-economic environments with possible developmental coordination disorder